Community of Learning as a World-Building Environment

IF 1 4区 管理学 Q4 MANAGEMENT
Ernesto Lleras Manrique, Ángel Alonso Gutiérrez Pérez
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Abstract

In this article, we present what we believe to be the fundamental problem of production systems in Colombia: the domination relationships inherited from colonial structures. We introduce the theoretical foundations of the Community of Learning approach, which we have been developing over the past decades as an option to overcome this issue. We argue that, in the contemporary Latin American context, these relationships are intertwined with the training of individuals for integration into the productive system and its close association with technological tools. This results in the establishment of a domineering sociotechnical system linked to coloniality which some authors associate with modernity. The theoretical foundation of the learning communities approach stems from a philosophical tradition that seeks to examine from a systemic point of view the relationships of domination that produce the alienation of the subject. Our proposal is to establish a pedagogical space for transcending relations of domination, where individuals can explore their identities through interactions with others. In this approach, we aim to foster spaces for collective world-building by affirming one’s own subjectivity within interactions with the environment. We view the technical dimension as inherently linked to these interactions. We term this approach the Community of Learning model, wherein we collectively shape the world through practices that are seen as meaningful actions transforming relationships into learning processes. This approach can be regarded as a means to transcend the domineering aspects of technological practices while concurrently engaging in learning and world-building endeavors. We present, as an example, the results obtained in several cases applying this approach and some proposals that can contribute to effective practices when implementing the Community of Learning approach.

Abstract Image

作为世界建设环境的学习社区
在这篇文章中,我们提出了我们认为是哥伦比亚生产系统的根本问题:殖民结构遗留下来的支配关系。我们介绍了 "学习共同体 "方法的理论基础,过去几十年来,我们一直将这一方法作为解决这一问题的一种选择。我们认为,在当代拉丁美洲的背景下,这些关系与培训个人融入生产体系及其与技术工具的密切联系交织在一起。这导致建立了一个与殖民主义相关联的霸道的社会技术体系,一些作者将殖民主义与现代性联系在一起。学习社区方法的理论基础源于一种哲学传统,它试图从系统的角度来审视造成主体异化的支配关系。我们的建议是建立一个超越支配关系的教学空间,在这个空间里,个人可以通过与他人的互动探索自己的身份。在这种方法中,我们的目标是通过在与环境的互动中肯定自己的主体性,为集体建设世界创造空间。我们认为技术层面与这些互动有着内在的联系。我们将这种方法称为 "学习社区 "模式,即我们通过将人际关系转化为学习过程的有意义的行动,集体塑造世界。这种方法可以被视为一种超越技术实践的支配性方面,同时又能参与学习和世界建设努力的手段。我们将举例说明采用这种方法的几个案例所取得的成果,以及在实施 "学习共同体 "方法时有助于有效实践的一些建议。
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来源期刊
CiteScore
3.10
自引率
25.00%
发文量
34
期刊介绍: Systemic Practice and Action Research is dedicated to advancing deeper understandings of issues that confront the contemporary world, and better means for engaging with these issues for the benefit of individuals, organizations, communities and their natural environments. To this end, a fundamental rethink of the purposes and methods of science is needed, making it more systemic and action-orientated. The journal therefore seeks to make a substantial contribution to rethinking science as well as to the reflective application of systemic practice and action research in all types of organizational and social settings. This international journal is committed to nurturing wide-ranging conversations around both qualitative and technical approaches for the betterment of people''s lives and ways of working together. It seeks to influence policy and strategy in its advocacy of action research as a primary means to gain vision and leverage in wicked problem areas. All forms of investigation and reasoning are considered potentially suitable for publication, including personal experience. There are no priorities attached to settings for studies and no greater significance given to one methodological style over another - as long as the work demonstrates a reflective and systemic quality. The journal welcomes manuscripts that are original, are well written, and contain a vivid argument. Papers normally will demonstrate knowledge of existing literature. Full papers are normally between 5,000 – 10,000 words (although longer papers will not be excluded if the argument justifies the word count) and short papers are about 2,000 words. Notes and letters are welcomed for publication in the ''notes from the field'' and ''letters'' sections. A rigorous mentoring-based refereeing system is applied in all cases. Officially cited as: Syst Pract Action Res
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